This unit will be appropriate for a
fourth grade science class. It will include many hands-on
investigations and opportunities for the students to explore the
properties of different rocks and minerals. At the close of this unit,
students will create a presentation on an assigned rock or mineral
found in North Carolina. They will be using technology through
research, word processing, and PowerPoint.
Science
Competency
Goal 2: The learner will conduct
investigations and use appropriate technology to build an understanding
of the composition and uses of rocks and minerals.
Computer/Technology:
Competency Goal 3: The learner will use a variety of technologies
to access, analyze, interpret,
synthesize, apply, and communicate
information.
III. Enabling Objectives
I. Science:
Competency
Goal 2:
The learner will conduct investigations and use appropriate technology
to build an understanding of the composition and use of rocks and
minerals.
2.01 Describe and evaluate the properties of several
minerals.
2.02 Recognize that minerals have a definite chemical
composition and structure, resulting in specific physical properties
including:
Hardness
Streak Color
Luster
Magnetism
2.03 Explain how rocks are composed of minerals2
2.04 Show that different rocks have different properties.
2.05 Discuss and communicate the uses of rocks and minerals.
2.06 Classify rocks and rock-forming minerals using
student-made rules.
2.07 Identify and discuss different rocks and minerals in
North Carolina including their role in geologic formations and
distinguishing geologic regions.
2.06 Identify, discuss, and use
terms/concepts of
menu/tool bar (e.g., print preview, WYSIWIG, page setup, Spell Check,
thesaurus) in word processing documents as a class.
2.12 Plan, discuss, and use search strategies with two or
more criteria to find information online about North Carolina as a
class/group.
III. Computer/Technology:
Competency Goal 3: The learner will use a variety of technologies
to access, analyze, interpret, synthesize, apply, and communicate
information.
3.06 Use word processing as a tool for writing, editing, and
publishing paragraphs, stories, and assignments.
3.07 Locate, select, organize, and present content area
information from the Internet for a specific purpose and audience,
citing sources.
3.08 Use a rubric as a guide to select and evaluate digital
resources and information for content and usefulness in content area
assignments as a class.
Higher Order Thinking Skills Example Starter
Questions:
Recall:
What are the properties a geologist might use to describe rocks?
Analysis:
What patterns or relationships do you see between rocks and minerals?
Comparison:
How is a rock different from a mineral?
Inference:
If you were a geologist, how would you go about conducting an
experiment?
Evaluation:
Which experiment has been the most useful? Why?
V. Development
Lesson 2: Taking the Rocks Apart
In this lesson, the students will use the mock rocks from
lesson 1. We will review the concepts previously learned. The students
will have a chance to use special tools to take the rocks apart and
observe what they are made of. They will break their rocks apart and
each member of the group will be able to work with their own piece,
sorting the different ingredients that they find. They will record
observations as they go. Finally to prepare for the next lesson, they
will discuss separating the gray material by placing it in a
vial, letting it settle in water overnight. The next day,
students will need to put a small amount of the water in an evaporation
dish and wait a couple of days for the water to evaporate. Computer Integration Idea - Students
will type a letter to a geologist locally, using the word processing
program.
Lesson 3: Observing Crystals
This lesson will allow the students to observe the crystals
that were formed in the evaporation dish. They will be able to identify
the different types of crystals and compare their results. The students
will come to conclusions about they types of ingredients that were
present in the mock rocks and record their observations. Computer Integration Idea - Using
the paint program, students will replicate the different shapes of
crystals they find.
Lesson 4: Observing Minerals
In this lesson, students will be able to touch and observe
different types of minerals. They will be given a mineral
identification sheet and will be required to study the minerals and
identify them. We will share results and compare the properties of
these minerals. Computer Integration
Idea - Students will be able to use one of the websites below to
look at other types of minerals and compare their properties.
Lesson 5: Testing for Hardness
Students will now become familiar with the names of the
minerals from the previous lesson. They will be able to identify them
by name and characteristic. Each student will use tools to help them
determine the hardness of the minerals they have. We will compare
results as a whole group at the end of the investigaion. Computer Integration Idea - Students
will enter data into a teacher-created spreadsheet.
Lesson 6: Detecting Calcite
Using one of the samples from the previous lesson, students
will discuss calcite and learn the procedure for finding calcite within
an earth material. We will discuss the special properties of calcite
and they will test for calcite, leaving their vials overnight so they
can find more clues. Computer
Integration Idea - We will use another given website to look at
other properties of calcite.
Lesson 7: Looking for More Evidence of Calcite
Since the rocks sat overnight, the students will be able to see
more evidence of calcite. Students will then repeat the end process
from lesson 2 and let the liquid evaporate. They will be able to find
deposits of white, needlelike crystals in the dishes a day or two
later. Computer Integration Idea
- More with drawing crystals in the paint pprogram. We will be able to
compare them to the previous crystal lesson.
Lesson 8: Identifying Minerals in Granite
With all the knowledge that they students now have of
identifying minerals, each group will get a set of earth material
samples. They will have to determine which sample is the rock and which
samples are minerals. They will observe each sample carefully, then
talk over their decision with the rest of their group. Computer Integration Idea - Using
Kidspiriation, students will fill in a teacher created graphic
organizer, comparing their samples.
Set of Books for BK-12 students:-A set of
age-appropriate
books and/or instructional materials for this unit plan.
Rocks and Minerals R.F. Symes, With Natural
History Muesum - Revised Edition: Pub.
Date: August 2004 (Barnes & Noble)
Rocks and Minerals Steve Parker, Barbara
Steve Parker - Pub. Date: March 1997 (Barnes & Noble)
Rocks and Minerals (Eye
Wonder Series) Caroline Bingham, DK
Publishing, Manufactured by Dorling
Kindersley Publishing - Pub. Date: January 2004 (Barnes
& Noble)
Curriculum Library Resources (info):
A list selected relevant curriculum library resources.
Title: Rocks and
Minerals by Chris Pellant. New York: Dorling Kindersley; Boston,
Mass: Distributed by Houghton Mifflin Company, 1992.
Title: Start
Collecting Rocks and Minerals. by LeeAnn Srogi. Philidelphia,
PA; Running Press, 1989.
Title: Rocks and
MInerals. by E.P. Bottley. New York: Putnam, 1969.
Video Resources (info)
(TV/Cable, videotape, videodisc, online digital video): A list selected
relevant video resources. A variety of resources for finding video are
found at the "info" link.
Eyewitness: Rock and
Mineral (VHS) - Narrated by Martin Sheen - Discover how rocks
keep a constantly changing record of our planet's fascinating history,
and see ho minerals are at the very core of our civilization.
Rockfinders (VHS) -
Science enthusiast Max Orbit leads children through a
fun-filled lesson about rocks and minerals in this live-action program
based on NSE standards. Featuring colorful graphics, animated sequences
and ideas for classroom activities, the program teaches children about
the properties of rocks, minerals and fossils as well as how to hunt
for rocks and start their own rock collection.
Rocks and Minerals (VHS) - Featuring peer
hosts, colorful graphics, animated sequences and detailed diagrams,
this educational, live-action program teaches children all about rocks
and minerals. Featuring footage of various rock formations and a field
trip to a quarry, the program covers the characteristics of different
rocks and minerals as well as how rocks are formed and the layers of
the Earth.
Unit Plan Topic Database: This database file will not
display on
a web page. To see and use the database, you must download it to your
computer
and open it running the same application as was used to create it.
Application file. This spreadsheet file will not
display
on a web
page. To see and use the spreadsheet, you must download it to your
computer
and open it running the same application as was used to create it.
My
classroom is cramped with all the desks. Since we do a lot of
investigations and experiments, I would love to have more room. It
would be nice to have tables to keep things set up so that we don't
have to continue packing things up each day.
Wishlist Shopping Spreadsheet
It is easy for Technology Shopping Lists to go beyond your
classroom or
even your school budget. To find that funding, one can consult the
Grant Development Process site.
IX. Evaluation
Evaluation of this unit will be based on obervation, record
keeping, and participation in experiments. Different types of
assessment will be used throughout the unit. Feedback will be given
positively. We will focus on higher order thinking skills and inquiry
based learning.
As the unit progresses, changes in the lesson may be necessary
due to time constraints. Teacher will adjust accordingly to meet the
students needs.
Rubric will be provided to grade PowerPoint presentations.
Students will receive beforehand to use in order to prepare their
slides with the necessary criteria.
For future lessons, each investigation will be evaluated and
judged whether or not to continue in the same way.
To assist in this evaluation, one
can use the video composition
begun
and
continued from section IV. above. Use an easy to use video editor such
as iMovie which uses your added footage from this experience to create
a video composition that tells the story of the teaching of this unit.
From time to time in your editing add your own narration to the
videotape
reflecting on things that went well and deserve repeating and those
things
that need modification or deletion from the plan. Keep this video on
file
for the following year to review before you teach the unit again or
"burn"
the digital video version of the file to a CD or DVD disc. Keep the
disc
in your teaching and technology portfolios and reuse the videotape.
Further technology integration:
Grading Spreadsheet:
Application file. This spreadsheet file will not
display
on a web
page. To see and use the spreadsheet, you must download it to your
computer
and open it running the same application as was used to create.
Student information Database: (used for grades,
comments
on assignments
and general student information such as emergency phone numbers and
health
issues) This database file will not display on a web page. To see
and use the database, you must download it to your computer and open it
running the same application as was used to create it.
This unit will involve twenty 45 minute class periods withing the
regular school day. We may need to extend the time for the students to
share their presentations. In this time, we should be able to complete
all of the investigations and still have time to conduct inquiry based
discussions on issues that may arise. Our schedule will need to be
flexible to allow for research time to complete the final project
successfully.
